Protecting Every Child's Right to Learn How to Read
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Helen Roussel, Parent Advocate, and School Consultant

Helen Roussel

I understand how important your child's education, success, happiness, and confidence at school are.

​With over ten years of experience representing students and collaborating with administrators and teachers in public schools, I focus on the student's immediate needs and ensure they receive the evidence-based services they are legally entitled to. 

To build capacity within the school, I consult with administrators and teachers to organize high-quality, affordable professional development and screening for risk of dyslexia. We work with scheduling and curriculum to implement Multi-Tiered Systems of Support (MTSS). Early screening and MTSS ensure that students stay caught up and that only a tiny percentage must be referred to special education.

My approach benefits the entire school district, one district at a time, and I am confident it will positively transform your child's educational journey.

*Advocacy
Currently appointed to and working with the New York State Education Department Dyslexia and Dysgraphia Task Force and am a founding member of Decoding Dyslexia NY.
*Teacher Training
Orton-Gillingham (Academy of Orton Gillingham) and The Writing Revolution.
*Legal Training
Wright's Law, Council of Parent Attorney and Advocates, New York City Bar, and Long Island University.
*Social Work (currently studying for MSW)

[email protected]

FREE CONSULTATION

 Free Parent Workshops 
School Districts: Teacher & Administrator Workshops
Library Workshops  

Our workshops are designed specifically for you! Here are some of the topics that we cover...

• Advocacy, what parents need to know!
• Evidence-based literacy instruction (reading and writing)
• How to screen for students at risk of dyslexia
• MTSS how to implement and reduce the need for students to be referred for special education (they need never fall behind)
• School district resources
  
• Professional development in evidence-based reading and writing instruction 

WORKSHOP ENQUIRY

 Advocacy Parent Reviews

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Special Education Law

Four Definitions about Reading from
​No Child Left Behind

1. Legal definition of reading The term 'reading' means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
 
2. Legal definition of the essential components of reading instruction
The term 'essential components of reading instruction' means explicit and systematic instruction in-
(A) phonemic awareness;
(B) phonics;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
 
3. Legal definition of scientifically based reading research
The term 'scientifically based reading research' means research that-
(A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and
(B) includes research that- 
(i) employs systematic, empirical methods that draw on observation or experiment;
(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and
observations; and
(iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
 
4. Legal definition of a diagnostic reading assessment The term 'diagnostic reading assessment' means an assessment that is-
(i) valid, reliable, and based on scientifically based reading research; and
(ii) used for the purpose of-
(I) identifying a child's specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3;
(II) determining any difficulties that a child may have in learning to read and the potential cause of such difficulties; and
(III) helping to determine possible reading intervention strategies and related special needs.

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Student Advocate Presentations

Video credits and info. Learning Ally 

Here's some examples of students self-advocating. At the beginning of each school year, they present to their new school teachers and explain what dyslexia is. It helps their teachers understand dyslexia, it opens up conversations about dyslexia and conveys how they best learn. 

Victoria's Presentation

Stephanie's Presentation

Parent Advocate Webinars

​Advocating Basic Rights for Your Child with Dyslexia

An In-Depth Look at the IEP for Kids with Dyslexia 

​Webinar: 5 Secrets to Help Students with Dyslexia Become Self Reliant